1. Implementing the Environmental
Education
Reported by:
Marlyne Montero Villareal

2. Environmental Education
• A dynamic force to develop a Filipino
population with the awareness and concern
for the environment.
• The process of enhancing
– one’s knowledge and skills,
– changing attitudes towards the environment
– acting positively to address problems and issues
concerning the environment.

3. How should EE be introduced in
the school system or in non-formal
education programs?

4. Modes of Integration
• EE in existing Subject areas
• EE as a separate subject
• Environmental Sciences and/or Resource
Management as a Discipline

5. EE in Existing Subject areas
• Discipline-Based Approach
The list of competencies already include those
relevant to environmental protection and
improvement.
These competencies are to be enriched and/or
modified, depending on the needs of students, the
demands of the community, the resources
available and nature of the learning environment.
EE is a form of curriculum enrichment

7. EE in Existing Subject areas
• Application-Based/ Issues-Based Approach
Environmental problems and issues are analyzed
and alternative solutions are tested
Provides an opportunity for learners to draw from
different disciplines and skills, making them grasp
the whole and the interrelationships of its parts

9. EE as a Separate Subject
• Offering EE or an environment related course
as an elective or as a required course,
especially in the tertiary level
Environmental Education course as an elective.
Environmental science or environment oriented course
are offered as an elective in upper grade levels
Environmental education courses for the general
student
Requires all students to take an environment oriented
course as a general education subject

10. EE as a Separate Subject (cont..)
Environmental education courses for specific
professions
The curricula of all professions and occupations
should contain specific training that makes
environmental considerations part and parcel of
their professional activities
e.g. Environmental economics, Environmental Geology,
Environmental Law, Environmental Risk Assessment and
Technology and the Environment

11. Environmental Sciences and/ or Resource
Management as a Discipline
 Many colleges and universities offer
undergraduate and graduate specializations in
◦ Environmental Science,
◦ Environmental Engineering,
◦ Environmental Sanitation,
◦ Environment and Resource Management,
◦ Environmental Chemistry,
◦ Ecology and many others

12. In Focus: Integration at the Basic
Education Level
 Important points to consider to achieve successful
integration of EE
 Learning in the process areas of the curriculum must
be given a real purpose
 Teachers must develop a set of understanding about
the topic that are relevant and challenging
 Learners must, to some extent, participate in setting
the direction of the unit
 Teachers must help develop activities that will inform
them about what children already know about a given
topic

13. • Learners must be engaged in direct, shared
experiences to gather new information
• Activities must be interactive and learners
must be involved in a range of groupings
• Learners must be given opportunities to act
out what they have learned

14. Communication Arts
 Reading skills can be developed using
environment related instructional materials
like newspaper clippings and articles
 Oral skills can be developed through
interpretative reading of poems and other
literary pieces with environmental messages
 Storytelling can be used to improve
communication by discussing local issues

15. Mathematics
 Computation of electricity and water bills can be used
to emphasize the need to conserve energy and water
 Computation of forest cover and land areas,
population density, rate of increase and decrease of
population, etc
 Using mortality rates in computing probabilities,
probability of extinction of a given species
 Ratios showing relationships of population to
resources, trees to human population, rice production
to consumption, etc. can be computed

16. Arts, Crafts and Related Course
• A painted mural of a beautiful panorama on a
school fence can be a starter for instilling the
significance of maintaining balance of nature
• The use of scrap materials and recycled
articles are raw materials for projects can
highlight the concepts of conservation and
waste reduction

17. Science, Social Studies and Civics
• Natural Science can give the scientific
explanations for phenomenal occurrences
• Social sciences can easily relate the
environmental issues and concerns to the life
of learners, and the consequences of
environmental neglect and degradation

18. Physical Education, Health and
Music (PEHM)
• Group choral presentations with
environmental messages can be encouraged
• Song and dance festivals may be organized
to coincide with some related celebrations
• Popular songs with environmental message
can be used to teach the meaning of
musical technical terms like rhythm,
measure beat and harmony

19. Whole School Responsibilities
 It is mandatory for schools to ensure that EE is
incorporated into the whole school curriculum.
 Schools are required to:
 Integrate the aims and objectives of EE within existing
teaching/learning programs;
 Adopt teaching/learning strategies for EE as a regular
part of classroom teaching/learning;
 Ensure that there is a consistency between the guiding
principles for EE and the school’s implementation of EE
through its total curriculum; and
 Assess and evaluate EE

20. Values Education
• Teachers may borrow relevant verses and
precepts or religions to discuss contemporary
environmental issues
• Teachers may invite learners to describe and
compare human activities and impact to life
from two different points in time

21.  In implementing the curriculum, schools should
consider:
◦ Introducing environmental themes into existing
programs or introducing additional environmental
school based courses (for secondary and tertiary
levels)
◦ Providing opportunities for the training of staff on
strategies to effectively implement the curriculum;
◦ Promoting liaison among teachers of different years
and subjects to avoid duplication of content;
◦ Including environmental principles in the overall
management plan of the school ad encouraging
students to participate in its implementation
◦ Introducing activities based on specific environmental
themes

22. Role of Teachers and Educators in EE
 The teacher plays a significant and substantial
part in EE by being a role model to students in
ensuring acceptable environmental standards.
 Pointers to consider:
◦ It is left to the teacher’s initiative, resourcefulness
and creativity to explore the use of the suggested
strategies, methods ad techniques at the right
time, subject and class situation
◦ EE in its widest context, is for everyone.

23. Co-Curricula and Extra activities
• Scouts Movement, Kabataan barangay, nature
clubs, sports clubs and village homeowners
associations, can be tapped as venues for EE
– Conduct summer camps and other forms of
camping activities by the sea or in forest
reservations, give the best setting for the
development of good environmental ethics
– Organizing nature trips and ecology
– Places which have become problems in the
community like Pasig River and esteros

24.  As teachers, identify the goals you would like to
achieve in the classroom, school or community
 In conducting EE in the classroom, school or
community, there must be a systematic planning
of the learning activities
 In general, teachers
◦ Incorporate the principles, aims, objectives and
strategies of EE into existing programs whenever
appropriate
◦ Help students identify environmental problems that
are relevant to their lives and are solvable by them;
◦ Plan and organize activities to develop among learners
or target group problem solving

25.  Develop in learners an understanding of the
relationship between local and global environmental
issues
 Continuously network with other environment related
agencies and organizations and be up to date with
recent developments ad teaching resources;
 Arrange for field visits/studies to points of interest or
organize fora where speakers and resource persons are
invited to discuss environmental issues and concerns;
 Select learning activities that will encourage
responsible actions and develop desirable values that
will help improve the quality of the environment

26.  Aim for total involvement of the studentry and
target group in different hands on experiences
in the community
 Ensure that all students/learners including
those who are gifted or talented and those
with disabilities of learning difficulties, receive
EE which is appropriate to their needs; and
 Keep updated on the special dates and thrusts
at the local and global levels and organize
activities to drum up such celebrations ad the
World Earth Day of National Environment Day.

27. Role of Learners in EE
 Students can and/or should:
 Find solutions to environmental problems;
 Probe into newspaper items, articles and other forms
of media to better understand issues concerning the
environment;
 Collect various information about the environment
from various sources as baseline data for discussion,
and information for dissemination;
 Explicitly show his/her feelings about and for the
environment through various forms of expression like
fine arts, performing arts, music, poetry and literature

28.  Get involved in extra-curricular and co-curricular
activities by forming and joining environment-
related organizations and societies to learn more
about the environment and help solve
environmental problems
 Campaign for environmental protection and
conservation through recycling activities,
information dissemination, purchase of
environment-friendly products, replanting, fund-
raising activities like composting and sale of
recycled products, etc,; and
 Initiate projects for environmental protection and
conservation in school and/or community levels.